Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 6.1.17
Directions: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementation. Complete orange cells after POP Cycle is completed. Cells will expand as needed.
When submitting completed ILP to instructor, please include copies/images of pre/post assessments/directions and the Pre/Post Assessment Data Table.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
San Seul Sanseul2@gmail.com Multiple subject TK/K
Mentor Email School/District Date
Amy Nigro anigro@fullerton.edu Global Education Collaborative 10.14.2019
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. Use most recent CSTP Assessment for Initial
Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
T - Guide students to think critically through use of questioning
T - Facilitates systematic opportunities for students to apply critical thinking
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking through by designing structured inquires into complex problems.
T – Applying content. T – Innovating
1.5 inquiry, problem solving, and S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
reflection problems, reflect, and communicate understandings based on in depth
promote comprehension and critical thinking in single lessons or a
analysis of content learning.
sequence of lessons.

Creates, adapts, and integrates a broad

T-Utilizes a variety of strategies
range of strategies, resources, and
including culturally responsive
Using a variety of technologies into instruction designed
pedagogy, resources, and
instructional to meet students’ diverse learning
T- technologies during ongoing
strategies, needs.
Applying instruction to meet students’ T-Integrating
1.4 resources, and
S- diverse learning needs. S-Integrating
technologies as S-Students participate in single
Exploring Students actively engage in instruction
provided by school lessons or sequence of lessons
and/ or district and make use of a variety of targeted
related to their interests and
strategies, resources, and technologies to
experiences.
meet their individual students needs.
Adjusts strategies during instruction
T-Makes ongoing adjustments to
based on the ongoing monitoring of
instruction based on observation
individual student needs for assistance,
of student engagement and
Monitoring lessons T- support, or challenge.
regular checks for understanding.
following Applying T-Integrating
1.6
curriculum S- S-Integrating
guidelines Applying Students are able to articulate their level
T-Students successfully participate
of understanding and use teacher
and stay engaged in learning
guidance to meet their needs during
activities.
instruction.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question How do you expect student
Based on your selected CSTP elements, What will you use as your
in terms of students (e.g., what impact will What will you use as your final assessment of performance to change? Use
identify a focus of inquiry (e.g., group baseline assessment of student
strategy X have on student performance as student actions/performance? percentages to describe anticipated
discussion, differentiation, motivation…) actions/performance?
measured by Y?) growth.
What impact will increased use of higher-order
There will be a 20% increase in the average
Use of analysis, synthesis, and evaluation questions + questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam exam score for students who participated in
student problem generation problem generation) have on student performance
class and successfully completed the worksheet.
as measured by chapter exam?

Will students be able to produce work watching pre-

Students are asked if they can add 1 + I expect that students that are able to count to 5
Motivation and differentiation recorded lessons? Will students learn a new concept Students are asked if they can add 1 +1 and 2 + 2.
1 and 2 + 2.. will be able to answer these questions.
watching pre=recorded lessons?

Focus Students
Directions: Identify three focus students for your inquiry. Identify special characteristics of the students and include performance data. Explain why you have selected them for this inquiry focus. Do not
use actual names of students. (Note: At least one focus student should be an English learner and at least one must have an ILP/504 accommodation. The third is your choice, but please identify
someone that poses an instructional challenge.) Identify expected results for each focus student.
Focus Student 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
Student C: TK. Low academic test
Student X: Only speaks Spanish. TK. results. Difficulty counting to 5 Student A: High academic test results,
Behavior is excellent. Usually is able to and does not know his alphabets. knows how to count and knows his sight
Performance Data
follow directions. NWEA test result Has behavior issues such as words. TK. Good classroom behavior.
shows low academic performance. hitting, spiting, seldom inability to Speaks Spanish as well.
sit in one place, and swearing.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 Student will be distracted and
Able to carry out directions and able Student will be able to carry out
Expected Results may not be able to complete
to produce intended results. directions and produce intended results.
given tasks without assistance.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities.
10.16.2019 10.16.2019 10.16.2019 10.16.2019 10.17.2019
Teacher will pre-record a lesson on video on how to add two numbers using a story and explaining the +
symbol. Teacher will pre-assess the students to see if they already know the + symbol and know how to use a
Provide 1-2 sentence summary of number sentence to add two numbers below 5. Teacher will give students the link to the video on their
your lesson plan. Chromebooks and they will have access to watch it as many times as they want. Students will share what they
have learned. Teacher will administer post-assessment to see if they have retained anything from watching
the instructional video.
Summarize process for
Teacher will administer the pre-test before giving them access to the video and then administer the post-test
administering and analyzing pre-
and post-assessments. after they had time to watch and talk about the video.
Section 4: Inquiry Research and Exploration
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
https://www.thirteen.org/edonline/ntti/resources/video1.html
https://cft.vanderbilt.edu/guides-sub-pages/effective-
This site has article and videos teaching what I need to include
educational-videos/. This article talks about how to make
in an instructional video such as needing to give context,
educational videos, why they are effective, and gives
clarifying vocabulary, and preparing follow-up material to keep
recommendations on making them effective.
it student-centered and tied to writing.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
K/1st combo, multiple subject. My colleague, Ms. H also sees that this is a 2nd, multiple subject. My college, Ms. C uses videos to aid her teaching as
good inquiry because she teaches a combo. She is struggling to find the well. She has not done direct research to see how helpful the videos are
perfect way to differentiate between K/1st combo. She uses Youtube videos not and is curious to find if the videos standalone could be sufficient in
to aid her instruction. teaching new content.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
This lesson will allow me to see if students can learn using pre-
recorded instructional videos. This will allow me to differentiate by
5a. I use technology to create adapt and personalize learning
posting videos ahead of time so students that need to go back and
experiences that foster independent learning and accommodate
review past material can go back and replay the videos, or students
learner differences and needs.
that already know the content can scroll further to match that
student’s needs.
Section 5: Results and Reflection
Directions: Record Pre- and post- assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/directions and the Pre/Post Assessment
Data Table with submission.
Pre/Post Assessment Data Analysis Findings for Whole Class Pre/Post Assessment Data Analysis Findings for Three Focus Students
I found out that students as young as TKs can independently use pre-
I learned that the EL student that were able to use the video to
recorded instructional videos to learn standard based objectives. I
draw and find out the missing number. I learned that the
learned that some students were able to verbally express how
academically low students that often were distracted and required
watching videos were helpful because the could go back and watch it
lots of behavioral reminders were able to work independently using
again (recorded on video). I learned that students benefited from
the laptop, as well as retell the math story. I learned that the high
telling stories to explain math concepts and half of the students
achieving student had no issue finding the missing number and for
chose to use the math story rather than the video to express their
him, he said the video was not helpful and said it kept on glitching.
finding of the missing number.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
To move to INNOVATING level: Consider how to increase
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and reflection Students created their own math problems.
complex problem. How could you extend lesson into PBL?

Using a variety Teacher was using more than one

Mentor has suggested that I use
of instructional instructional strategies for teaching a
manipulatives as well, or at least
strategies, T- topic. Teacher was using 1. Familiar
provide that as an option. I could
resources, and Applying T-Applying object to tell math story: the nurse
1.4 also break down the lesson to
technologies as S- S-Applying puppet. 2. Using familiar story: what
separate parts so that I could teach
provided by Exploring happened during their lunch time. 3.
students how to better use padlet
school and/ or Using students to get their attention. 4.
playlist in one lesson, and then in
district Using Chromebooks and playlists for
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 students to use and learn. 5. Using another lesson teach them about
videos whole group. 6. Using paper for finding the missing number.
students to draw and show their
understanding.
Students were using their fingers, using
paper to draw, talking to each other
collaboratively because of the group
work setting, using Chromebook to
learn.
Teacher checks for understanding
during whole group lesson on student I could have had the students do it
Monitoring
T- participation through chants. Teacher with me on the carpet before
lessons
Applying T-Applying walks around to see if students are releasing them for independent
1.6 following
S- S-Applying following the lesson. Teacher asks work. I could create a simple self-
curriculum
Applying students to check if they are assessment rubric for students to
guidelines
understanding the problem. Teacher use.
monitors by looking at their work.
I could ask them more questions
Ask questions Teacher gives word problem using during lesson to check for their
T-
that focus on what they are familiar with. Teacher comprehension. I could also ask
Exploring T-Applying
1.5 factual focuses on comprehension and having them to show me their
S- S-Applying
knowledge and students articulate their comprehension by using
Exploring
comprehension comprehension rather than rote drills. Chromebooks to record their
understanding.
Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
Teacher used Chromebooks and playlist to emphasize on ISTE 5a.
Students were able to use the Chromebook responsibly to explore the I learned the excitement and engagement playlists bring to
videos in the playlist to answer the given question and also draw their students as it gives student choices and different ways to learn a
answers on the sheet of paper. Some students required assistance in topic. I learned that using stories helped low achieving students
using the technology and said they didn’t find it helpful, while some get the concept and find the missing number as well.
told the teacher that they found its ability to replay helpful.
Action Items
Teacher plans a sequence of lessons to teach students how to find the missing number. Teacher has spent the
For curriculum design, lesson previous week on teaching students basic addition number sentence, and is now introducing missing number
planning, assessment planning to deepen understanding. Teacher uses blank paper for student assessments for quick exit slips. Mentor
suggested that I create assessment slips that has scaffolding so it is easier to assess the assessment.
Teacher uses paper and laptop for classroom practice. Mentor suggests that I use manipulatives for students
to access during the lesson to encourage tactile learning. I would need to use the padlet playlist as a tool for
For classroom practice
student learning more frequently for the tool to be more efficient. Since it was the first time introducing it to
the students it might not have been as effective as it could’ve been.
For teaching English learners, The videos were helpful to the Els as it provided them additional visuals for them to model after and helped
students with special needs, and
students with other instructional
them to play back the videos when things were not clear. Students that were usually distracted or exhibited
challenges behavioral problems in the past were entertained by the range of options from the playlist and were focused.
I would like to get more PD on how to record videos and use technology to create rather than to consume. I
For future professional
development
want my students to be Digital Designers and Digital Creator and to encourage that I need to know efficient
ways to incorporate technology tools to produce work.
I wonder how efficient are programs such as Lexia and STmath that claims to differentiate learning. I know
teachers in the upper grade will use these computer programs as a way to close the gap for students that are
For future inquiry/ILP
several grades behind. I wonder if that is true and if it is then it will give more confidence for teachers to rely
more on them.
I would like to work on how to better diversify student assessments. I would like to work on using technology
For next POP cycle to record and share student assessments. I liked the playlist provided by the program that shared how
students can show their learning through plays, PowerPoint presentations, or recording themselves on video.
Since it was the first time for the students in using padlet and also having a playlist option, it might require
Other
repetition and routine to make it more effective, especially since the students are TKs and Kinders.
Other Notes

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
Mentor advice: My mentor advised me to give new numbers with different story to assess. She thought about each puppet having their own
background math story. She wanted me to establish clearer routines and norms such as how they sit on the carpet and how they
participate.

Pre-/Post- Assessment Data Table follows this document.

Include copies/images of pre-/post- assessments/directions and the Pre/Post Assessment Data Table with submission.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP)
Revised 5.1.17
Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level
Kindergarten/Trans.
San Seul Sanseul2@gmail.com Multiple Subject
Kindergarten
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Pre-assessment students were unable to write the number 100% showed some type of work on through either drawing or
sentence and draw the number story. Students did not know how writing the number sentence. 50% chose to write the number
to use the playlist and use the videos in the playlist to answer the sentence and about 80% drew circles or pictures as given
question. through the videos on the playlist.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Student was able to use the video to write the
number sentence and draw circles and squares
Met (able to retell the
to find the missing number. He speaks no
number story verbally or
1. Focus Student: EL Not met English but pairing him with other students
written and identify the
who are bilingual and the modeling from the
missing number)
playlist seemed to have helped him. His work
sample is the one I labeled X. Student is TK.
Student was able to draw parts of the number
story and copy certain numbers from the video
such as 5 and 2. He also was able to draw and
Met (able to retell the
retell the number story to identify the missing
number story verbally or
2. Focus Student: 504/IEP Not met number. This student usually has behavioral
written and identify the
problems such as spitting, hitting, swearing,
missing number)
and defiance. He was able to complete his task
without any issues. His work sample is labeled
C. Student is TK.
Student was able to write the number sentence
and find the missing number using the video,
Met (able to retell the
although incorrectly. He told me he didn’t find
number story verbally or
3. Focus Student: Teacher Choice Met the video helpful. He seemed to have been
written and identify the
distracted by the videos. He has no behavioral
missing number)
issues and is academically high. His work
sample is labeled A. Student is TK.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111 21314 1516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6